Knowing the “whole” student
“Wouldn't it be possible to imagine life experiences not as a deficit, but as a resource and a potential theoretical orientation to the world, one that can deepen my own understanding of teaching and learning in an ethnically diverse neighborhood?"(p. 15).
“Some of my most profound teaching moments occurred when our classroom literacy engagements become informed by the students' own experiences and identities. When this was done well, they performed at levels equal to or surpassing those of any peer group across the country, even by conventional measures such as standardized-test scores.” (p. 41)
Culturally Responsive Teaching (the Second Classroom)
"(The second class) is ‘second’ because it is the work of students and teachers that remains, for the most part, invisible both in terms of funding and recognition. It includes the relationships they build and nurture with one another as they share life stories.”
“By infusing the official curriculum with their own lifeworld experiences, teachers and students may develop new, more enabling learning experiences where students both recognize the epistemic value of their cultural backgrounds and gain access to educational capital.”
Campano describes "the classroom of promise" meaning one that allows children "to gain insight into their experience, and to allow opportunities for creating meaning" (p. 60).
Teachers at Activists
"Teachers are in a unique position to understand what schools need and to suggest to wider audiences that an equitable distribution of resources should be thought of as a precondition--not a reward-for educational progress. Part of becoming a more literate teacher involves becoming an educational activist," (p. 110).
"My father reminded me to never discount any child, to remember my grandfather, where he was from and what he had survived. In schools, this faith requires working both within and against dominant curricular practices. We teach students to do well on their high-stakes tests while agitating to get rid of the tests. We advocate for students to be placed in the college track while supporting thoughtful reforms to abolish tracking...Perhaps most important teachers require an inexhaustible believing stance toward their students," (p. 109)
Transcripts
The third graders at a school in Queens decided to breathe new life into partnership work. After I shared with them how I have been thinking of new ways to really know kids and their literacy world not just word. We discussed cultures, traditions, families, life styles, interests, etc. Then the teachers shared this idea with their kids and they decided the kids should come up with some questions that they would like to know about their partner. The partnership came with their list of questions and this is their interview.
Natalie starts her Interview:
Natalie: I just want to ask you about your life—Do you have any pets?
Kennen: Yes, a dog
Natalie: Does it bite? Is it friendly? When is its birthday?
Kennen: no and yes
Natalie: Where do you live?
Kennen: Live right next door to the school...don't have to go by far
Natalie: Do you have any friends? What’s your favorite color?
Kennen: I like red...why…because almost everything in my room is red...like my bed and desk, and eraser
Natalie: What do you want to be when you grow up?
Kennen: I don't know what I want to be when I grow up
Natalie: What do you like to eat for dinner...give me one example...
Kennen: steak
Natalie: Who do you live with?
Kennen: my mom grandma. And grandpa.
Natalie: Do you have any brothers or sisters...wish I could have a boy...right so you can play with it. What do you like to do after school?
Kennen: I like to read books, watch stories about myself...what kind of books do you read?
Natalie: Do you visit people or do you go your house...house...really big...house or apt? Does your mom stay in the house?
Kennen: she's not around much she goes on business trips...
Natalie: Who watches you?
Kennen: Friends or my grandma
Natalie: Who takes you to their house?
Kennen does this interview:
Kennen: Where do you live?
Natalie: Brooklyn
Kennen: Where are you from—your family?
Natalie: My family is from Equador...family was born in Ecuador...traveled once on a vacation.
Kennen: What do you like to do after school—hobbies?
Natalie: My favorite hobby is ballet...now I go to karate. I wish could go back to ballet—I miss my friends. I also enjoy reading a lot...higher levels and
McDonalds...favorite foods...happy meals...chicken nuggets...walk some
Kennen: Who do you live with?
Natalie: I live with my mom dad, grandma, grandfather...my cousin lives below...
This is a transcript of a conversation between the ESL teacher (E) who provides services for 7 students in a first grade classroom of 25 and the classroom teacher (T) regarding a student who arrived in the United States from China five days earlier along with her third grade sister. E was coming to pick the student for pull-out services.
E (to student): Chen Yao, come!
E (to teacher): We’re trying to come up with a new name.
T: What do you mean?
E: Like an American name.
T: Oh, is that necessary?
E: Well, you know, Chen Yao…maybe Susy or Emily or something would be better.
T: Oh, okay. I think Chen Yao is fine too.
(Student and E leave the room. A couple days later…)
E: We changed her sister’s name to Lily since her name was Chen Lou. Can you think of any names that begin with Y? You know, for Chen Yao?
T: No, does she get to choose?
E: Well we’re trying to do flowers.
T: Hmmm. Well if I think of anything I’ll let you know.
Where or how to begin?
Read and pass on to Talk to your students, let your
a fellow teacher… student talk to one another,
Writing Prompts: | Books to Start Conversation: |
§ What the teacher didn’t know… § What is something no one knows about your day, your week, your year? § What or who is important to you? § | · My Name is Maria Isabel by Alma Flor Alda · How Tia Lola Came to Visit/Stay by Julia Alvarez · Drita My Home Girl by Jenny Lombard · The House on Mango Street by Sandra Cisneros · A Day’s Work By Eve Bunting · A Picnic in October by Eve Bunting |
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